A importância do processo de ensino-aprendizagem de botânica: uma abordagem com base na visão de alunos do ensino médio de Tucuruí/PA.

Abstract

The teaching of Botany in Brazil is characterized, in large part, in the traditional model of learning. This decontextualized model, where the teacher teaches classes using the transmission of knowledge in a theoretical way, using ready-made textbook recipes and teaching strategies that do not use the local flora present in the student's daily life as a didactic resource. It is observed that the teaching of Botany when offered in a theoretical way does not have the expected effect on students, causing aversion and distance from plants. Such a framework has contributed to the perpetuation of “botanical blindness” and demonstrates the need for research that investigates the teaching-learning process of Botany, seeking the development of more effective teaching strategies. The present work had as main objective to identify and to analyze the difficulties found in the process of teaching the learning of Botany under the vision of high school students from Tucuruí / PA. In order to find out how they respond to the didactics adopted by teachers to teach the content of Botany. The data for the referred research were collected from the application of a questionnaire in public high schools Rui Barbosa and Simão Jacinto do Reis. 138 students participated in the study, aged between fifteen and twenty years. The questions in the questionnaire are related to the program content of Botany, the importance of vegetables in students 'daily lives, students' views on the importance of forest resources for society, on “botanical blindness”, on the teaching strategies used teachers and the need for practical classes as a teaching resource. The collected responses demonstrate that a portion of the students recognizes the importance of vegetables in their lives and for the development of society, it was also evident that students do not express interest in the traditional teaching method, the presence of 'botanical blindness' was also evident between students and the need for practical classes to be used in the learning process. In view of the results obtained, it is recommended a restructuring in the teaching of Botany in high school with regard to the strategies and methodological procedure used to teach the content, with the need to create teaching-learning strategies with more practical classes using, more often, the local flora as a teaching resource. There will be no change in the environmental context if the way in which Botany is taught remains disconnected from reality. Practical classes, giving autonomy and application of the syllabus are the best strategy to combat the problems presented here.